Chal­leng­ing but these trainees back tu­ition

The Herald on Sunday - - NEWS FOCUS -

TO­DAY’S crop of trainee teach­ers agree that their cour­ses have been tough at times, but all de­scribe their jour­ney as re­ward­ing.

27, cur­rently in his pro­ba­tion­ary year teach­ing phys­i­cal ed­u­ca­tion at a sec­ondary school in Ayr­shire, de­scribed the first year of his post­grad­u­ate diploma at the Univer­sity of the West of Scot­land as “so ben­e­fi­cial”.

“Of course the pro­fes­sion is tough and it will not suit ev­ery­one, but I en­joyed the chal­lenges and it was so re­ward­ing.The qual­ity of the course was ex­cep­tional and I got a huge amount of sup­port from the univer­sity.

“I was 26 when I started the course and I had a bit of life ex­pe­ri­ence be­hind me so I felt ready to start my school place­ments. That was where I re­ally started to learn.

“Teach­ing is never go­ing to be a course that ev­ery­one com­pletes the first time be­cause it is chal­leng­ing, but the univer­sity could not have been more help­ful and sup­port­ive in the way they dealt with us.” Pro­ba­tioner 27, who stud­ied a post­grad­u­ate in pri­mary teach­ing at Glas­gow Univer­sity and is also now in her pro­ba­tion­ary year at a pri­mary school in Fife, said from time to time dur­ing the first year of her course she ques­tioned whether she was cut out for teach­ing. “The post­grad­u­ate course load is heavy and it was dif­fi­cult at times, but by the end of the year I was feel­ing a lot more pos­i­tive about it and the pro­ba­tion year has been great. “There were some peo­ple that dropped out just be­cause it was so chal­leng­ing and I think it would be dif­fi­cult with fam­ily com­mit­ments. Look­ing at it now from the point of view of be­ing a class­room teacher I can see why that first year is so in­ten­sive be­cause it is like that in the class­room.

It is not for ev­ery­one.”

25, from Pais­ley, has taken a dif­fer­ent route into the pro­fes­sion and is study­ing a two-year Mas­ters de­gree at Ed­in­burgh Univer­sity, which gives her ex­tra time.

“Now I am in the sec­ond year of my course I feel, since Septem­ber, that I have def­i­nitely grown as a teacher and am now mak­ing con­nec­tions my­self be­tween what I have been taught and what I ex­pe­ri­ence in the class­room. Last year it was more the case that my tu­tors were point­ing me in that di­rec­tion.

“The two years has been re­ally nec­es­sary for me to do that. It has al­lowed me to en­sure I can pro­vide ev­i­dence I can meet all the stan­dards for reg­is­tra­tion.

“The course is pres­surised be­cause it is at Mas­ters lev­els and I have a lot of as­sign­ments, but spread­ing it over the two years has been re­ally valu­able. I am ex­cited for the fu­ture.”

Ryan Gil­mour has praise for the help he has been get­ting, while Vic­to­ria Flem­ing, be­low, says she is ex­cited about the fu­ture

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